Selective Moutism: The Importance Of Speech Disorders In Children

When considering Cummins (2000) discussed the difference between social and academic language acquisition for children with EAL. Pupils Basic Interpersonal

A key factor to most of the maladaptive behavior performed by individuals is the inability to get a message across for their wants and needs through language. A few of my clients were non-speaking when I first met them. Their way of communicating was by whining or directing their caregiver to the item he or she needed. Consequently, many of the client’s goals were focused on increasing communicative language. I was fortunate enough to be able to attend speech therapy with one of my clients. Being present in these therapies, I was able to learn certain techniques to increase language, as well as techniques for phonetics, to be able to understand the existing language the client had. On days the client did not have speech therapy, I implemented the programs into the in-home therapies to increase the exposure, in hopes for better results. I also utilized the skills I learned on the other non-speaking clients I worked with but, modified their usage to adapt to the necessity of each

Identify and describe the different strategies and targets that can support children and young people’s speech, language and communication needs.

The treatment requires a team work, involving therapists, teachers and family members. It is critical for the teachers to understand the nature of selective mutism, and cooperate with therapists and family members. Usually school is the most difficult place for kids with SM where they can be at risk of being bullied by other kids or in some cases, their classmates may pressure these children to interact and speak to them. Teachers should develop a warm, supportive relationship with them, and remember that the selectively mute children are not silent on purpose, but they literally cannot speak. The teachers should examine environmental factors to determine possible barriers preventing the child from talking, and should try to lessen the anxiety for the child. Visiting the child at home is a beneficial way to develop a good rapport with the kid and an efficient way to know each

Communication and Intellectual developments are closely linked together as a child requires the language in order to think and learn. If they have limited

In this essay I will be talking about speech, language and communication skills and how they affect several areas of development. I will talk about the impact of speech, language and communication (SLC) difficulties and how adults can support children and extend their SLC. I will also talk about the positive effects of adult support and the different levels of speech and language between children entering an early year’s provision.

Social – Talking out loud helps children to work through ideas, feelings and frustrations. In doing this children start to empathise and see other peoples point of view, and gradually become able to think about other people’s needs and feelings. This helps children to develop socially acceptable behaviour and build their confidence. Communicating with other children or adults in social situations helps children to understand what is expected of them and to enjoy participating. Children that have difficulties with speech, language and communication may find that their social development is impaired and they become awkward in social situations.

While speech-sound errors may occur in a typically developing child, if these errors persist beyond the expected age, it becomes indicative of a speech disorder and requires treatment (Peña-Brooks & Hedge, 2015). Speech-sound disorders in children will not only affect intelligibility of the individual, but can also have pervasive effects on communication skills, social involvement, and future employment, leading to an overall reduced quality of life (Johnson, Beitchman, and Brownlie, 2010). However, if individuals with speech-sound disorders receive speech-language services in childhood, evidence supports these children are likely to become effective communicators (Johnson, Beitchman, and Brownlie, 2010). Speech-language pathologists

1) 1.1 Effective communication is important in developing positive relationships with children, young people and adults in all walks of life and at any age whether it be with relatives, friends, neighbours, colleagues, associates or even total strangers. Also, effective language skills are essential for children to access the curriculum. In the classroom, spoken language is the main way that teachers teach and children learn. Therefore if the skill of communicating in an effective manner isn’t learned or grasped at an early age then it could lead to various complications in terms of interacting with other people, be it in the home or

1.2 Social helps support Speech, Language and Communication skills (SLC) by the children sharing toys with each other and this helps support children’s development in SLC skills because a child might not be able to speak properly so

There are several ramifications of the problem for development in terms of the biological, psychological, and social domain. Biological consequences are genetic and neurologically based. Selective mutism and related anxiety conditions (e.g. social anxiety) can be passed through generations. For example, one longitudinal study found that amongst 45 children diagnosed with SM, between the years of 1964 and 1979, 9%, 18%, and 18% of their fathers, mothers, and siblings, had similar histories of selective mutism (Remschmidt, 2001). Some neuro-developmental delays as a result of selective mutism can include a later onset of communication disorders. In one sample of children with SM, it was found that 30.3% developed speech and language disorders (Steinhausen, 2006). Though these neurological delays were found to be not as severe as expected. Another biological result of selective mutism are auditory processing deficits. One study looked at issues in the ability

Consequently, this condition is shown through the child’s reluctance to speak in certain settings due to phobias of speaking and fear of people. It is usually not noticed

Speech and language delays can be problematic for preschoolers, school aged children and adolescents. These delays range in degree of severity and have many causes; physical and developmentally. Communication plays a specific and important role to all people, especially, preschool children who are developing speech and language skills at fast rate. The consequences of these delays can be devastating for the children affected and can follow them into adulthood. These effects may include academic problems, social and emotional issues and may even lead into mental illness. Children with speech and language delays need professional intervention as young as possible. However even with intervention, some children are still at risk of suffering

Children rely heavily on the input of their surrounding environments to develop these skills further (Eileen Allen & Marotz, 2003). The communication strategy used by children over the first year of life is predominately non-verbal before development progresses to include verbal communication (Rodnick & Wood, 1973). McDevitt and Ormrod (2010) suggest social emotional, physical and cognitive development is facilitated by the experiences children have in their “family, school and community” (p. 5). This raises the idea that the level of communicative development may differ greatly between children depending on experiential exposure. Rodnick and Wood (1973) expand on this further suggesting children will actually develop a level of grammatical and language understanding which is essential to communication, long before they commence schooling. In research conducted by Rodnick and Wood (1973) it was noted in their findings that the children subject to their research demonstrated a lower level of communication than expected at around the age of seven and suggest it may be due to environmental factors. This then draws some attention to the educator and their ability to teach a developing child not only the importance of communication, but also the skills of appropriate and effective communication.

There is also a connection between children with language learning disabilities and a child’s social skills. When children are not able to communicate with their peers, their social skills dwindle. This social dwindling is not limited to one of the types of disabilities mentioned earlier, however, the manner in which children are not social can vary. For example a child with autism can find it excruciating to communicate with his or her peers and parents for that matter.